Click the star to add/remove an item to/from your individual schedule.
You need to be logged in to avail of this functionality, and to see the links to virtual rooms.


Inclusion and Equity in Post-Soviet Countries: Policies, Practicies and Research to Overcome Educational Inequality 
Ivan Ivanov (HSE University)
Ulviyya Mikayilova (ADA University)
Maria Novikova (Higher School of Economics)
Send message to Convenors
Sergey Kosaretsky (HSE University)
308 (Floor 3)
Friday 7 June, -
Time zone: Asia/Almaty


Inclusion in children's education refers to the practice of ensuring that all children, regardless of their abilities or backgrounds, are provided with equal opportunities to learn and participate in school activities (Winter & O’Raw, 2010). Equity, on the other hand, involves the fair distribution of resources and support to address the diverse needs of students in order to achieve equal outcomes. Together, inclusion and equity are essential components of creating a supportive and nurturing learning environment that allows every child to reach their full potential (Scorgie & Forlin, 2019). Promoting inclusion and equity in children's education is a key element of fostering a more inclusive and just society for future generations (Ainscow, 2016).

The concept of inclusion is gaining recognition as a crucial aspect of education reform (Omwami & Rust, 2020). Efforts are being made to ensure that all students, regardless of their background or abilities, have the opportunity to receive a quality education. This includes implementing policies and practices that promote diversity and provide support for students with special needs. By prioritizing inclusion in education systems, governments of post-Soviet countries are working towards creating a more equitable society where every child has the chance to succeed. Some of the problems with inclusion in education in post-Soviet countries include a lack of resources and funding for special education programs, limited training and support for teachers working with diverse student populations, and a lack of awareness and advocacy for the rights of students with disabilities (Makoelle & Somerton, 2021; Cook & Iarskaia-Smirnova, 2023). Additionally, outdated attitudes and stigma towards individuals with special needs can hinder progress towards creating truly inclusive education systems. Despite these challenges, there is a growing recognition of the importance of inclusion in education and efforts are being made to address these issues and create more opportunities that are equitable for all students. The Round table will bring together experts, practitioners and researchers from Azerbaijan, Kazakhstan and Russia, who will discuss common problems and challenges of inclusion in education.